Davis, A.J. (2013) 'Neuroscience and education : at best a civil partnership : a response to Schrag.', Journal of philosophy of education., 47 (1). pp. 31-36.
In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1111/1467-9752.12012|
|Publisher statement:||This is the accepted version of the following article: Davis, A. (2013), Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag. Journal of Philosophy of Education, 47: 31–36. doi: 10.1111/1467-9752.12012, which has been published in final form at http://dx.doi.org/10.1111/1467-9752.12012.|
|Date accepted:||No date available|
|Date deposited:||10 April 2014|
|Date of first online publication:||February 2013|
|Date first made open access:||No date available|
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